1. Teacher Assistant Professional Development Day Accommodations: Assisting Students with Disabilities Laura Schneiderman Sharon Rodgers October 26, 2015

2. Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a student’s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

5. II October 26, 2015 1.Discussion of how to help SWDs achieve proficiency in the standards by accommodating needs and ensuring equal access to the content. 2.Relate how to help SWDs achieve proficiency in the standards by accommodating needs and ensuring equal access to the content to our role as TA’s. 3.Modeling of how accommodations will be implemented appropriately. Learning goal: Improve understanding and depth of knowledge of accommodations for students with disabilities TA Professional Development Day Standards: Domain 1: Domain 2: Domain 3: Objective: Teacher Assistants will understand what accommodations are, why accommodations are needed, and how they can be implemented Essential Question: What is the teacher assistant’s role in accommodating students with disabilities? Vocabulary : Accommodations, Modifications, Disability Awareness Agenda

6. Learnin g Goal & Scale Learning Goal: Participants will be able to identify and complete the essential parts of a standard based lesson plan given a standard. Score 4.0 Given a standard, the participants will be able to Differentiate Instruction for all participants (ELL, ESE, High Performing and Low Performing Participants). After implementation of a lesson participant will be able to reflect on the plan based on assessment data. 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Participants will be able to develop a comprehensive standards-based lesson plan by: Deconstructing the standard(s) with an understanding of the appropriate assessment level using Webb’s Depth of Knowledge. Selecting formative and summative assessments that aligns with the given standard and to ensure students’ understanding. Scaffolding (break the lesson into digestible and progressively more complex chunks) lessons based on a given standard. 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Differentiate between formative and summative assessment. Understand the different components of a lesson plan 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Can locate and identify the standard for a given unit in the curriculum blueprint and/or http://cpalms.org. Given a standard participant will be able to read the coding of a standard. Identify the different components of a lesson plan. 0.5With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content Score 0 Even with help, no understanding or skill demonstrated.

7. 7 Accommodations Assisting Students with Disabilities

8. 8 Accommodations Are changes that can be made in the way the student accesses information and demonstrates performance. Meet the individual student needs and ensure equal access to the academic content standards. Are used during instruction and assessment Do not reduce learning expectations, just work around the effect of the disability.

9. 9 Modifications may include: Completion of selected course requirements Curriculum expectations below grade level Alternate curriculum goals

10. 10 Who is eligible for accommodations ? Students who have been evaluated and determined eligible for services, established by the needs in the IEP or Under Section 504 of the Rehabilitation Act, in a 504 plan.

11. 11 Accommodations... Should allow students to show what they know or can do Help students to work around any limitations that result from disability and must be necessary for the student to demonstrate knowledge, ability or skill Should not provide an unfair advantage to performance on tests and Should be the same or nearly the same for both instruction and assessments activities.

12. 12 Accommodations involve: The use of different strategies, Assistive technology, Changes in the schedule or environment, or Support from a person to increase, maintain, or improve the performance of a student with disabilities.

13. 13 Accommodations are organized into four categories: Presentation – how the student will access information Response – how the student will demonstrate competence Setting – where the student will be instructed and assessed Scheduling – when the student will be instructed and assessed.

14. Disability Awareness Activity

15. 15 If Student cannot identify main points when reading? Highlight important points Read summary or objectives first Give vocabulary list before reading Provide a worksheet or study guide for independent reading Use hands-on activities or diagrams for presenting abstract or complex concepts

16. 16 If student cannot understand lectures and discussions? Before: Provide visual aids, provide advance organizers, give overview During: Provide note taking organizers, emphasize verbally or with color After: Repeat, paraphrase, summarize; provide written summary aid; encourage questions

17. 17 Visual or hearing impairment? Specialized presentation formats Visual Format: Large print, sign language interpreter Tactile: Braille, real objects Audio: Read aloud, recorded books, talking clocks

18. 18 Assignments and Assessments Students need accommodations because they have: Difficulty following instructions Difficulty completing assignments Difficulty with complex tasks and organization Limited writing abilities Difficulty taking tests

19. 19 Difficulty following instructions? Provide oral/written directions, include pictures or diagrams Model, describe critical components Complete sample problems or tasks Have student paraphrase directions Provide assessment rubric

20. 20 Difficulty completing assignments? Provide individual responsibility checklist Use timer to define work periods Reduce work to essentials for learning objectives Teach use of planner/calendar

21. 21 What can be changed? Presentation format Response mode Scheduling Setting Assistive devices

22. 22 Time Demands & Scheduling Assignments: More time, choice of due dates, project timeline Assessments: Complete after school or in several short time periods Courses: Grade of “incomplete,” flexible scheduling

23. 23 Physical Environment Facilities Accessible Barrier-free Equipment

24. 24 Behavior Management Common problems Short attention span Difficulty working in groups Difficulty controlling own behavior

25. 25 Short attention span? Reduce sources of distractions Tasks that can be completed in short periods of time Opportunities to move around in the classroom

26. 26 Difficulty working in large groups? Strategic seating arrangement Activities: preview; passive/active Follow-up instruction

27. 27 Difficulty working in small groups Group interaction skills Specific role/responsibility Pair up, partial participation

28. 28 For independent work, study and practice Self-checking materials; computer software A learning center A “study-buddy” Alternate activities

29. 29 Difficulty controlling own behavior? Predictable classroom routines Clear rules and consequences Regular monitoring of behavior Specialized behavior management system if needed

30. 30 Special Communication Systems Alternative modes of communication (e.g., sign language) Augmentative communication systems (e.g., communication board) Limited English Proficiency need

31. 31 Collaboration is a must. “The nice thing about teamwork is that you always have others on your side.” (Margaret Carty)

32. Course Evaluation Please complete our course evaluation. Thank you for joining us today!